Rationale Students will have already had an introduction to Physical Oceanography before embarking on the Marine Biology Unit. Physical Oceanography allows the students to understand the way the ocean works in general, before learning about ocean's abundant organisms. With a background in the physics of the ocean students are able to see how hard it often is for organisms to live in marine conditions. Organisms have to take into account the chemistry, movement, climate, and much more, when adapting to a marine ecosystem.
The sequence of lessons starts with the very basics of Marine Biology, the ecosystems that these organisms inhabit. By beginning with the Marine ecosystems lesson and expanding to simple, then more complex organisms, students are able to build upon their prior knowledge of the abiotic factors of marine environments to more complex biotic factors.
Throughout this lesson there is much teaching by students rather than lecturing by teacher. I believe that the best way to learn something new is to talk it out and teach it. When students are expected to stand in front of peers and present something they have researched, created, and now understand, it requires them to have, and be, more invested in the concept at hand. It is impossible to expect students to learn a concept, or try to understand a topic which they have not invested in. Forcing knowledge upon students becomes part of the game of school, and not an authentic learning experience. Keeping students interested and invested in their own learning helps to motivate students to produce and teach something to their peers that they have spent time on and can be proud of.
Most students take the Oceanography course as an elective because they have some level of initial interest in the topics of Marine Biology. My job over the course of the unit is to play to these interests, and increase the level of interest in the students. Through this unit, I hope to motivate and inspire my students to move towards their desired careers in some field of Oceanography, by peaking their interests and letting them be invested in the task and learning at hand.
Rationale
Students will have already had an introduction to Physical Oceanography before embarking on the Marine Biology Unit. Physical Oceanography allows the students to understand the way the ocean works in general, before learning about ocean's abundant organisms. With a background in the physics of the ocean students are able to see how hard it often is for organisms to live in marine conditions. Organisms have to take into account the chemistry, movement, climate, and much more, when adapting to a marine ecosystem.
The sequence of lessons starts with the very basics of Marine Biology, the ecosystems that these organisms inhabit. By beginning with the Marine ecosystems lesson and expanding to simple, then more complex organisms, students are able to build upon their prior knowledge of the abiotic factors of marine environments to more complex biotic factors.
Throughout this lesson there is much teaching by students rather than lecturing by teacher. I believe that the best way to learn something new is to talk it out and teach it. When students are expected to stand in front of peers and present something they have researched, created, and now understand, it requires them to have, and be, more invested in the concept at hand. It is impossible to expect students to learn a concept, or try to understand a topic which they have not invested in. Forcing knowledge upon students becomes part of the game of school, and not an authentic learning experience. Keeping students interested and invested in their own learning helps to motivate students to produce and teach something to their peers that they have spent time on and can be proud of.
Most students take the Oceanography course as an elective because they have some level of initial interest in the topics of Marine Biology. My job over the course of the unit is to play to these interests, and increase the level of interest in the students. Through this unit, I hope to motivate and inspire my students to move towards their desired careers in some field of Oceanography, by peaking their interests and letting them be invested in the task and learning at hand.